Evaluating The Impact of an Augmented Reality-Based Multimedia Learning App on Accounting Education: Enhancing Student Achievement and Self-Efficacy

Abstract

Traditional accounting classroom teaching methods are increasingly failing to meet students' learning needs in today's rapidly developing technological era. Augmented Reality (AR), as an important representative of emerging technologies, has gradually been integrated into traditional teaching models in recent years, and has been proven by numerous studies to have good teaching effects. Over the past decade, AR-assisted teaching methods have demonstrated significant advantages, especially in higher education. Despite the widespread attention given to AR in education, research on its application in accounting education remains relatively limited, especially empirical research in basic accounting courses. This study seeks to address this gap by evaluating the effectiveness of an augmented reality-based multimedia learning app (ARML) for undergraduate accounting students in Shandong, China. Utilizing ARML, the study assesses students’ learning achievement and self-efficacy through standardized tests and validated questionnaires. The research results indicate that, compared with conventional multimedia learning (CML), augmented reality (AR)'s interactivity and unique technological advantages can create a more engaging learning experience, thereby significantly improving students' academic performance and self-efficacy..